Rhode Island Department of Education
Lesson Plan
Phenotypes/Genotypes & Monohybrid Crosses/Punnett Squares Instructional Objective: Discuss traits studied by Mendel and how the study of the P1/F1/F2 generations led to his discoveries. Go over how to create monohybrid punnett squares. Procedure: Teacher-student led discussion, transparencies 10.3/10.4/10.5. Introduce terms; Hybrid, P1, F1, F2, alleles, dominant/recessive, phenotype/genotype, homozygous/heterozygous rule of unit factors, law of segregation. Resorces: Biology: Dynamics of Life: Ch. 10.1, pp. 255-257. Transparency of figure 10.3, 10.4 & 10.5 (pp. 256, 257 & 258). Evaluation: Game of "Flyswatter" - Students will gather in groups of 4-5 and compete with each other, 1 student reading the definitions and the others "slapping" the correct word, students then rotate roles. Winner of each group recieves a prize.
Lesson Title: No "PUNnett" Intended (Day 2)
State Standards: GLEs/GSEs
National Standards:
Context of Lesson:
Overview: This lesson fits into the unit by introducing 4 very important topics among Mendelian Genetics (Phenotypes, Genotypes, Monohybrid crosses, and Punnett Squares). I believe that these 4 topics all build upon each other which is why I decided to group them together in this lesson. Phenotypes and Genotypes go hand-in-hand and I am further introducing Punnett Squares in order for students to better understand monohybrid crosses. Punnett squares are ways of determining genotypes in any given organism.
Since this is the first time students will be going in depth into punnett squares I will do a few with the class, they will choose the traits along with the genotypes of the P1 generation. I will then give students time to think about what will happen and based on their interpretation I will let them fill in the punnett square w/o my help. I will then take two offspring from the F1 generation and make a punnett square with them, students will again tell me how to fill in the boxes (making the F2 generation). There will be a lot of terminology in this lesson, so to make sure my students understand what was taught, I have them doing an engagement activity at the end where they form groups and "swat" the terms with flyswatters. This is a fun and engaging way for students to recall information just learned as well as an assessment for me to see if they understood my lesson.
Opportunities to Learn:
Depth of Knowledge:
Level 2Skills and Concepts includes the engagement of some mental processing beyond recalling or reproducing a response. The content knowledge or process involved is more complex than in level 1. Items require students to make some decisions as to how to approach the question or problem. Keywords that generally distinguish a Level 2 item include “classify,” “organize,” ”estimate,” “make observations,” “collect and display data,” and “compare data.” These actions imply more than one step. For example, to compare data requires first identifying characteristics of the objects or phenomenon and then grouping or ordering the objects. Level 2 activities include making observations and collecting data; classifying, organizing, and comparing data; and organizing and displaying data in tables, graphs, and charts.
Prerequisite Knowledge:
Students will need to be able to recall information from the lesson before in order to build on there Mendelian knowledge base
Students will need to be able to know how fertilization takes place and what gametes are involved
Plans for Differentiating Instruction:
Accommodations and modifications:
I will make accommodations by providing additional worksheets to students who require them. Giving them the punnett squares on worksheets will allow them to focus on what is actually being taught, rather than worrying about drawing out all of the squares. Along with punnett square worksheets, I will also give them a worksheet with all the words on it w/o definitions so they can fill it in as we go. I will encourage students to work in random/heterogeneous groups during the flyswatter game.
Environmental factors:
Students in my classroom are 2/3 students per table, so when doing the flyswatter game, I will simply have students turn their chairs to make 4/5 to a group.
Students will relate Mendel's two laws to the results he obtained in his experiments with pea plants.
Students will predict the possible offspring of a genetic cross by using a Punnett Square.
Instruction:
Opening:
After all of my students have come into the classroom and settled down I will direct them to the overhead. As I turn it on their will be a picture of 2 adult white tigers and a baby tiger (orange coloration). I will ask my students, "From what we learned yesterday, is it possible for this baby tiger to be the offspring of these 2 parents?" Hopefully some students will say yes, and when they do I will ask one of them to come up and draw a Punnett Square to prove their thinking. I will then put the question to the class, "Do you agree or dissagree with _'s theory that this baby is a possible offspring? Is the proof in the Punnett Square?" This will allow my students to recall what they previously learned, as well as provide a segway into the next part of the lesson.
Engagement:
In order to achieve my ultimate goal for the class (which are my objectives) I need to find a way to help students relate Mendel's two laws to his actual experiment (which we studied last class). The best way to do this is to first introduce the two rules (unit factors & dominance). Mendel concluded that each organism has two factors which control each of its traits (these being alleles). I will then give examples (height, seed color, seed shape, flower color) to further show the importance of alleles. Then using transparency 10.4 students will get their first look at the rule of dominance. This rule builds upon the rule of unit factors, stating that each allele is either dominant or recessive, which relates to Mendel's study of pea plant traits which we already looked at.
Now that students have taken their first look at the rules, its time for them to further build upon that knowledge and be introduced to the Law of Segregation and the Law of Independent Assortment.
Lesson Plan
Phenotypes/Genotypes & Monohybrid Crosses/Punnett Squares
Instructional Objective: Discuss traits studied by Mendel and how the study of the P1/F1/F2 generations led to his discoveries. Go over how to create monohybrid punnett squares.
Procedure: Teacher-student led discussion, transparencies 10.3/10.4/10.5. Introduce terms; Hybrid, P1, F1, F2, alleles, dominant/recessive, phenotype/genotype, homozygous/heterozygous rule of unit factors, law of segregation.
Resorces: Biology: Dynamics of Life: Ch. 10.1, pp. 255-257. Transparency of figure 10.3, 10.4 & 10.5 (pp. 256, 257 & 258).
Evaluation: Game of "Flyswatter" - Students will gather in groups of 4-5 and compete with each other, 1 student reading the definitions and the others "slapping" the correct word, students then rotate roles. Winner of each group recieves a prize.
Lesson Title: No "PUNnett" Intended (Day 2)
State Standards: GLEs/GSEs
National Standards:
Context of Lesson:
Overview: This lesson fits into the unit by introducing 4 very important topics among Mendelian Genetics (Phenotypes, Genotypes, Monohybrid crosses, and Punnett Squares). I believe that these 4 topics all build upon each other which is why I decided to group them together in this lesson. Phenotypes and Genotypes go hand-in-hand and I am further introducing Punnett Squares in order for students to better understand monohybrid crosses. Punnett squares are ways of determining genotypes in any given organism.Since this is the first time students will be going in depth into punnett squares I will do a few with the class, they will choose the traits along with the genotypes of the P1 generation. I will then give students time to think about what will happen and based on their interpretation I will let them fill in the punnett square w/o my help. I will then take two offspring from the F1 generation and make a punnett square with them, students will again tell me how to fill in the boxes (making the F2 generation). There will be a lot of terminology in this lesson, so to make sure my students understand what was taught, I have them doing an engagement activity at the end where they form groups and "swat" the terms with flyswatters. This is a fun and engaging way for students to recall information just learned as well as an assessment for me to see if they understood my lesson.
Opportunities to Learn:
Depth of Knowledge:
Level 2 Skills and Concepts includes the engagement of some mental processing beyond recalling or reproducing a response. The content knowledge or process involved is more complex than in level 1. Items require students to make some decisions as to how to approach the question or problem. Keywords that generally distinguish a Level 2 item include “classify,” “organize,” ”estimate,” “make observations,” “collect and display data,” and “compare data.” These actions imply more than one step. For example, to compare data requires first identifying characteristics of the objects or phenomenon and then grouping or ordering the objects. Level 2 activities include making observations and collecting data; classifying, organizing, and comparing data; and organizing and displaying data in tables, graphs, and charts.Prerequisite Knowledge:
Plans for Differentiating Instruction:
Accommodations and modifications:
I will make accommodations by providing additional worksheets to students who require them. Giving them the punnett squares on worksheets will allow them to focus on what is actually being taught, rather than worrying about drawing out all of the squares. Along with punnett square worksheets, I will also give them a worksheet with all the words on it w/o definitions so they can fill it in as we go. I will encourage students to work in random/heterogeneous groups during the flyswatter game.Environmental factors:
Students in my classroom are 2/3 students per table, so when doing the flyswatter game, I will simply have students turn their chairs to make 4/5 to a group.Materials:
Objectives:
Instruction:
Opening:
After all of my students have come into the classroom and settled down I will direct them to the overhead. As I turn it on their will be a picture of 2 adult white tigers and a baby tiger (orange coloration). I will ask my students, "From what we learned yesterday, is it possible for this baby tiger to be the offspring of these 2 parents?" Hopefully some students will say yes, and when they do I will ask one of them to come up and draw a Punnett Square to prove their thinking. I will then put the question to the class, "Do you agree or dissagree with _'s theory that this baby is a possible offspring? Is the proof in the Punnett Square?" This will allow my students to recall what they previously learned, as well as provide a segway into the next part of the lesson.Engagement:
In order to achieve my ultimate goal for the class (which are my objectives) I need to find a way to help students relate Mendel's two laws to his actual experiment (which we studied last class). The best way to do this is to first introduce the two rules (unit factors & dominance). Mendel concluded that each organism has two factors which control each of its traits (these being alleles). I will then give examples (height, seed color, seed shape, flower color) to further show the importance of alleles. Then using transparency 10.4 students will get their first look at the rule of dominance. This rule builds upon the rule of unit factors, stating that each allele is either dominant or recessive, which relates to Mendel's study of pea plant traits which we already looked at.Now that students have taken their first look at the rules, its time for them to further build upon that knowledge and be introduced to the Law of Segregation and the Law of Independent Assortment.
Closure:
Assessment:
Flyswatter Game (20-30min)
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: